Abstract

Background and problem of study: Considering digital revolution and technology development, digital citizenship became an important skill to students today. Digital citizenship refers to ability to use and employ technology responsibly in accordance with ethical controls, considering its effects on social, cultural and economic factors. Objectives: The research aims to determine digital citizenship skills, extent to which technology and school programming textbooks for grades (5-10) include those skills, and level of students’ acquisition. Methods: Descriptive approach used, where a content analysis card and questionnaire prepared to examine eleventh-grade students’ acquisition of digital citizenship for a sample of (399) male and female students from scientific and literary branch of Directorate of Education in Gaza. Results: Digital citizenship standards were identified, respect, knowledge, culture, and protection. The study concluded that the level of eleventh grade students’ acquisition of digital citizenship skills within technology and programming books (5-10) was acceptable with relative weight of (68.28%). Digital literacy dimension ranked first with weight of (42.49%). E-commerce dimension came last with a weight of (11.83%). Results revealed no statistically differences in acquisition of digital citizenship skills within technology and programming books for basic grades, which was attributed to variables of gender and academic branch. Conclusions (Recommendations and contributions): The study recommended the need to adopt a vision focusing on enriching textbooks at all educational levels with skills for using technology and programming to enhance digital citizenship skills among students before completing basic education, focusing on dimensions of e-commerce, digital health, safety, digital rights and responsibilities.